STATE BANK OF VIETNAM BANKING ACADEMY Foreign Language Faculty GRADUATION THESIS THE ECLECTIC APPROACH TO ESL FOR CHILDREN AGED 2-5 IN OLYMPUS PRESCHOOL CHAIN: PROS – CONS AND RE
INTRODUCTION
Introduction
English is a widely spoken global language, prompting many parents to prioritize their children's proficiency in it for future success Recognizing this demand, Olympus, a preschool chain in Hanoi, has incorporated an English as a Second Language (ESL) program for children aged 2 to 5 into its curriculum.
Teaching ESL to children aged 2 to 5 is crucial for their future development, requiring specific methodologies that significantly impact their learning outcomes Various well-known teaching methods exist globally, each with its own strengths and weaknesses, leading educators to explore the combination of these methods This research has resulted in the eclectic method, which integrates multiple approaches to effectively meet diverse teaching and learning needs This method has gained popularity among educators, including Olympus preschools, which have recently adopted the eclectic approach in their curriculum.
Being aware of the importance of the results which eclectic teaching method brings to preschoolers in learning ESL, I have chosen the topic “THE ECLECTIC
APPROACH TO ESL FOR CHILDREN AGED 2-5 IN OLYMPUS PRESCHOOL CHAIN: PROS – CONS AND RECOMMENDATIONS” for my thesis to deeply analyze this issue
Background of the study
The eclectic approach to teaching ESL (English as a Second Language) is rooted in a rich history that dates back to the late 15th century when the British Empire expanded globally, necessitating a common language for trade As English became the lingua franca for commerce, the British introduced bilingual education to teach English alongside local languages, which facilitated the spread of English as a second language worldwide In the 1950s, following World War II, the United States experienced a significant influx of non-English speaking immigrants, leading to the development of essential ESL programs aimed at aiding integration These programs evolved beyond mere language instruction, becoming vital tools for connection and healing, helping immigrant children overcome psychological barriers and cultural differences to better assimilate into Western society.
Until today, it cannot be denied that developed countries such as Great Britain, the United States, Canada, etc are known for their wealthy and high-quality living
In non-English speaking countries like Vietnam, many individuals aspire to live, work, or travel frequently to English-speaking nations, viewing proficiency in the English language as a vital requirement As a result, parents are increasingly eager to provide their children with top-notch ESL education at an early age, leading to a surge in ESL programs in kindergartens and English centers A study conducted by Orhan Kocamana and Nurgül Kocaman in Turkey in 2012 revealed that over 80 percent of parents support foreign language education in preschool, highlighting the growing emphasis on early language acquisition among families.
Ninety-four percent of parents believe that early childhood foreign language education significantly enhances cognitive development and facilitates the transition to a second language In Vietnam, English as a Second Language (ESL) was first introduced in 1955, primarily for diplomats and the elite during the pro-US government's occupation of the South The establishment of the Faculty of English Language at the University of Languages and International Studies in 1967 marked the beginning of formal English education in the country By 1995, Apollo emerged as the first major English teaching center, followed by Language Link in 1996, leading to a surge of centers catering to parents' desires for their children to learn English.
Teaching ESL to preschoolers is a complex task that demands careful consideration of various criteria, with methodology being the most crucial Among the different teaching methods available, the eclectic method stands out as the most effective due to the diverse characteristics of young learners This approach, rooted in the philosophical concept of eclecticism practiced by ancient Greek and Roman philosophers, emphasizes the idea that multiple solutions exist for any problem, each with its own advantages and disadvantages Consequently, the eclectic method advocates for the integration of various approaches to create the most effective hybrid solution for teaching young children.
The eclectic approach in language teaching allows educators to select and combine the most effective techniques tailored to students' abilities and lesson objectives, making it particularly beneficial for young learners mastering a target language As noted by Suparman (2017), this method incorporates various strategies, enhancing its adaptability in the classroom The term "eclectic method" was first introduced in Vietnam by the British Council in 2002, although teachers had previously employed multiple methods without labeling them as such Currently, ESL teachers at Olympus preschool prefer the eclectic approach for its flexibility and effectiveness However, its true suitability for both students and educators remains uncertain, prompting this paper to explore the method further and offer recommendations to address its potential shortcomings.
Objectives of the study
This thesis attempts to achieve the following objectives:
- Analyze the significance of method selection in teaching ESL for children aged 2-5
- Determine whether the eclectic approach is suitable for Olympus preschools or not
- Provide some recommendations for increasing the effectiveness of the eclectic approach in teaching ESL to children from 2 to 5 years old in Olympus preschools.
Significance of the study
The eclectic teaching method plays a crucial role in ESL education, especially for young learners Recently, the Olympus preschool chain implemented this approach in half of its facilities as an experimental initiative, yielding numerous positive outcomes Despite these successes, there remains limited understanding of the true advantages and disadvantages of the eclectic method.
- 5 - essential to deeply understand the impacts of the eclectic approach on both students and teachers in ESL courses in order to develop the effectiveness of the class.
Scope and delimitation of the study
This study examines the effects of the eclectic approach on both teachers and students in ESL classes at Olympus preschools, offering recommendations for future improvements The research was carried out in two of the four facilities within the Olympus chain, focusing on two primary participant groups: teachers and students, during the first semester of the 2019-2020 academic year.
Definition of term
According to Larsen-Freeman (2000), teachers who embrace a pluralistic view of teaching methods often blend different techniques to form their unique approach, known as eclecticism This eclectic approach involves the strategic combination of various teaching methods to optimize student learning outcomes.
ESL is an abbreviation for English as a second language According to the
ESL, or English as a Second Language, is designed for individuals whose native language is not English but who reside in a country where English is predominantly spoken In Vietnam, ESL learning is particularly valuable for those aspiring to communicate fluently in English, enabling them to travel globally or pursue career opportunities in their dream destinations.
REVIEW OF RELATED LITERATURE
The eclectic approach in teaching ESL
The term "eclectic," as defined by the Oxford Learners' Dictionary, refers to not adhering to a single style or set of ideas but instead selecting from a wide array of options This approach encourages the use of diverse strategies and methods to achieve educational goals while accommodating various learning styles According to Ricardo (2013), the eclectic approach combines multiple teaching methods to address learners' needs effectively, enhancing educational outcomes for preschoolers and applicable to older age groups as well.
In her 1981 book, "Teaching Foreign Language Skills," Rivers introduced the eclectic approach to language teaching, emphasizing that every student should achieve proficiency, despite the challenges teachers face in managing diverse abilities This approach allows educators to integrate the most effective methods from various language-teaching strategies into their classrooms, tailoring techniques to meet specific learning needs By adopting the eclectic approach, teachers can leverage their unique skills to select the most appropriate methods, ultimately enhancing the effectiveness of language instruction.
According to Ricardo (2013), learning for young children should be enjoyable, as they are typically active, curious, and have shorter attention spans To engage preschoolers effectively, teachers need to incorporate a variety of activities that capture their interest The eclectic approach emphasizes the importance of diversifying lessons to meet the unique needs of each child.
The article "Eclectic Approach in Teaching Language" discusses the implementation of the eclectic approach to enhance the teaching of various language skills, including listening, reading, writing, and speaking This method acknowledges the diverse needs of students and employs a range of language-teaching activities, each grounded in different foundational theories By utilizing this approach, educators aim to increase student engagement and proficiency in language acquisition (Billah, 2015).
The eclectic approach in teaching is not about randomly mixing various methods, but rather about systematically combining them based on their relevance to one another This perspective arises from longstanding criticisms of single-method approaches, which often provide a limited range of techniques for imparting knowledge and skills, hindering learners from achieving optimal results Each teaching method has its own advantages and disadvantages; relying solely on one method can result in inadequate knowledge transfer Therefore, integrating multiple methods to enhance each other is the most effective strategy for effective learning.
Process of selecting methods to create an eclectic approach
The eclectic approach aims to enhance the variety of aspects taught in a single lesson, thereby improving students' ability to acquire knowledge through the integration of diverse teaching methods This integration is primarily determined by teachers, but it must adhere to fundamental principles rather than being a random mix of strategies To effectively implement the eclectic approach, educators must possess a profound understanding of both their students and the teaching methods available Only with this knowledge can teachers select the most appropriate combination of methods that align with their students' learning abilities.
2.2.1 Based on the development of children aged 2-5
To effectively understand young students aged 2 to 5, teachers often begin by assessing their needs and learning capabilities However, due to the limited ability of these children to express their opinions, it becomes essential to consider all aspects of their development, including physical, cognitive, language, social, and emotional factors While it is important to recognize each child as a unique individual and evaluate them separately, many fundamental characteristics remain similar and are shaped during their early development stages.
Dr Tran Thi Thu Mai, Deputy Head of the Education Psychology Department at Ho Chi Minh City University of Pedagogy, emphasizes that children aged 20 months to 5 years experience peak language development, a phase she refers to as "feeling the language." During this critical period, introducing a second language alongside their mother tongue can enhance their language skills and logical thinking abilities in adulthood However, given that children in this age group are naturally playful, traditional theoretical approaches to learning English are ineffective To foster concentration and engagement, teachers should employ playful learning methods such as motor games, word puzzles, and enjoyable songs, using simple vocabulary to facilitate memorization Additionally, incorporating diverse and vivid imagery when teaching new words can spark interest and enhance the learning experience.
Teaching English through illustrations enhances children's ability to absorb and retain new vocabulary Curtain and Dahlberg (2010) emphasize that cognitive psychologists view young learners as active participants in their education, taking charge of and shaping their own learning experiences This perspective highlights the importance of engaging teaching methods in fostering effective language acquisition.
Research indicates that young learners retain information more effectively when it is relevant and meaningful to them For preschoolers and older students alike, language lessons should incorporate activities that connect to their real-life experiences, such as role-playing and hypothetical conversations, to enhance understanding and retention.
Children and young adolescents exhibit distinct learning patterns compared to older learners, particularly during critical developmental stages (Curtain & Dahlberg, 2010) Preschoolers, in particular, are in a sensitive phase for language development, easily absorbing language and effectively imitating speech sounds Due to their self-centered nature, they struggle in large group settings and thrive in activities that align with their interests and experiences While they may have short attention spans, they demonstrate remarkable tolerance for repetitive games and activities Additionally, preschoolers benefit from hands-on experiences and large-motor activities that enhance language learning.
According to Dosman, Andrews & Goulden (2012), utilizing developmental milestones in children is a more effective strategy for selecting teaching methods, as general characteristics in scientific research may not provide sufficient guidance To support this approach, they compiled data in Table 2.1 to outline the expected abilities of young children, aiding educators in making informed decisions about teaching strategies.
Runs, jumps, kicks, throws balls, walks upstairs within the railing
Stacks six cubes, uses spoon
50 words, two-word phrases, talks instead of gestures, speech 50% intelligible
Strategies without rehearsal, tries to make toys work, simple pretend play
Comforts others (empathy), joint attention, points to clarify word
Walks downstairs without railing, walks upstairs alternating feet
Stacks 10 cubes, uses spoon and fork well, drinks from open cup
Follows two-step commands, three-to-four word sentences, sequential narratives, speech 75% intelligible
Symbolic pretend play, names one color, counts two objects, sorts shapes, completes three-to-four piece puzzle, compares two items
Separates easily, initiates peer interactions, shares, roleplay, understands rules
Hops, walks downstairs alternating feet without railing
Cuts paper in half, Dresses no buttons pants
Follows three-step commands, complex sentences, reports on past events, creates imaginary roles, wordplay
Generalizes rules, self-talks to problem- solve, counts four objects, understands opposites
Preferred friend, Offers sympathy to peers, elaborate fantasy play, usually compliant
Catches ball, balance one foot 10s, sit- ups, skips
Colors between lines, washes and dries hands thoroughly
Recalls parts of a story, narratives have plot, future tense, speech 100% intelligible
Names four colors, rhymes, counts 10 objects, writes name
Plays away from parent, more elaborate discussion of emotions, insists on group rules
(Sources: Evidence-based milestone ages as a framework for developmental surveillance, Dosman et,al., 2012 Dec, https://www.ncbi.nlm.nih.gov)
Children's development can be categorized into five key areas: gross motor skills, fine motor skills, speech-language, cognitive, and social-emotional skills By the age of two, children typically begin to engage in basic movements such as running, jumping, kicking, and climbing stairs, while also starting to develop joint attention and language abilities Educators can enhance learning by incorporating simple activities and materials that reflect children's familiar toys.
At the age of three, children enhance their abilities beyond basic running and jumping, as their fine motor skills develop significantly, allowing them to engage in more complex activities This age marks a heightened sensitivity to colors, shapes, and puzzles, enabling educators to implement more advanced and suitable teaching methods.
At four years old, children are capable of following three-step commands and begin to enhance their imaginative skills, allowing for the incorporation of methods related to hypothetical scenarios, such as roleplaying and task-based activities.
Five-year-old students exhibit significant differences in skills compared to their two-year-old counterparts, demonstrating improved abilities such as jumping or running downstairs instead of merely walking While they are not fully developed adults, language and speech skills are notably advanced at this age, with intelligibility rising from 50 percent at two years to 100 percent by five years Children can recall parts of stories, engage in narratives with plots, and construct complex sentences Consequently, teaching methods for this age group should focus on communication, storytelling, and group activities to enhance learning.
In summary, choosing effective teaching methods for children under five largely hinges on their developmental stages At ages 2 to 5, children typically exhibit strong gross motor skills, which include fundamental movements such as running, jumping, and walking Additionally, their speech and language abilities flourish during this period, as they engage in activities like imitating sounds, talking, and singing.
While attention abilities may still be a challenge, the patience for engaging in repetitive games and sounds is highly valued Cognitive and social-emotional skills are being enhanced through advancements in imaginative play, self-talk for problem-solving, and role-playing with friends or independently.
While children aged 2 to 5 typically follow a general developmental trajectory, teachers must engage with each student in person to grasp their unique growth patterns Classrooms often consist of diverse groups of learners, categorized by traits such as introversion and extroversion, highlighting the importance of personalized attention in early childhood education (Ward, 1987, p 3).
2.2.2 Based on the characteristics of the teaching method
To effectively combine teaching methods, educators must have a thorough understanding of the approaches they plan to integrate Children aged 2-5 are in a critical developmental stage, making it essential to select methods that address their specific needs The chosen methods should emphasize the enhancement of motor skills, sound imitation, language acquisition, and cognitive and social-emotional development.
Effects of the eclectic approach
2.3.1 Effects of eclectic approach on teachers
The eclectic approach, as outlined by Ali (1981), emphasizes the crucial role of teachers in merging various teaching methods to create an effective learning environment Gao (2011) highlights that this approach requires educators to make informed choices in classroom instruction, considering factors such as student needs, available materials, and pedagogical theories It is characterized by a combination of listening, speaking, reading, and writing activities, rather than a fixed strategy (pp 363-369) Brown (2002) notes that the eclectic approach offers teachers the flexibility to tailor their methods to suit their specific teaching contexts (pp 9-18) Kumar (2013) confirms that this approach enables teachers to leverage their strengths while addressing their weaknesses, ultimately allowing them to enhance their unique teaching styles and improve their professional reputation (pp 1-4).
The eclectic approach, while beneficial, also presents challenges for teachers Research by Jebiwot, Chebet & Kipkemboi (2016) indicates that this approach can be time-consuming due to the extensive syllabus and heavy workload faced by English teachers The process of developing an official syllabus involves several steps: assessing students' needs and capabilities, evaluating various teaching methods, selecting the most appropriate methods for the students, determining the techniques and materials to be used, and ultimately constructing the syllabus.
Teachers navigate various stages of education, each requiring a diverse set of knowledge and problem-solving skills Ultimately, the eclectic approach offers educators both the flexibility to tailor their methods and the challenges that come with such adaptability.
2.3.2 Effects of the eclectic approach on students
The emergence of new language-teaching methods aims to address the shortcomings of previous approaches, with the ultimate goal of enhancing student comprehension and achievement The eclectic approach stands out by recognizing the uniqueness of each student, as highlighted by the Importance of Eclectic Approach in Education (2013), which states that children should be valued as individuals This method counters the ineffectiveness of a one-size-fits-all strategy, allowing for the adaptation of teaching techniques to meet diverse needs Research by Sagar and Afzal (2019) further supports the eclectic approach, demonstrating its positive impact on students by fostering aggression and responsiveness, encouraging skill development, boosting the confidence of timid learners, and facilitating frequent communication among peers.
The eclectic approach gained popularity due to its effectiveness in achieving positive outcomes with minimal pressure on students This method is particularly beneficial for the development of young children aged 2-5, as it supports their learning of essential life skills during this formative stage.
The eclectic approach to teaching, while beneficial, has notable disadvantages for students According to Brown (1994), this method is often unsuitable for slow learners, as it can lead to confusion and demotivation when teachers lack mastery over various activities Additionally, the complexity of the eclectic method may result in misunderstandings among students, further hindering their learning experience.
The eclectic approach in education can lead to confusion among students, particularly slow learners, as it involves various activities that may seem disjointed Teachers play a crucial role in providing clear instructions; without their guidance, students may struggle to understand what is expected of them Additionally, the eclectic approach has been criticized for its lack of efficiency and theoretical coherence, making it challenging for educators to create a structured syllabus Consequently, this complexity can distract students from the lesson, hindering their learning experience.
Sub-conclusion
Chapter 2 provides the definition and principles of the eclectic method based on prior research and statements from specialists and also highlights how methods selection should be made Teachers are tasked with deciding which method would be suitable for their 2-5 years old students to combine based on two aspects: the developments of students and the substance of teaching methods This chapter also points out that the eclectic approach has both positive and negative effects on teachers and students However, all mentioned theoretical frameworks mostly reflect the reality of applying the eclectic approach to teach ESL for young learners in other countries besides Vietnam Based on those standpoints, this study will drill deeply in the case of Olympus - a Vietnamese preschool chain and to verify whether this method is truly suitable for the ESL course of this institution or not
RESEARCH METHODOLOGY
Locale of the study
The Olympus preschool chain, originally founded as "Be Gau" in 2007, operates four facilities across Hanoi The flagship location is situated at 278/7 Thuy Khue Street in Tay Ho district Over 13 years, the institution has expanded to include additional facilities at 5 Hang Bot Street in Dong Da district and 18 Yet Kieu Street in Hai Ba Trung district, establishing itself as a prominent educational network in the city.
Located at 157 Bui Thi Xuan Street in Hai Ba Trung District, the school currently serves 376 students aged 10 months to 5 years, supported by a dedicated team of 68 childcare and extracurricular teachers For the past decade, English as a Second Language (ESL) has been integrated into the curriculum, with Olympus forming partnerships with various English teaching centers to enhance educational outcomes In the 2019-2020 school year, the chain collaborated with Dreamsky English Center to implement an eclectic teaching method for ESL at half of its campuses, specifically at the Yet Kieu location, while the Hang Bot location continued with traditional teaching methods.
Research design
This descriptive research examines the advantages and disadvantages of the eclectic method in teaching English as a Second Language (ESL) to children aged 2 to 5 at the Olympus preschool chain By employing both quantitative methods, which involve numerical data and statistical analysis, and qualitative methods that focus on understanding concepts and experiences through words, the study aims to provide a comprehensive understanding of the topic.
- 21 - quantitative data in the form of students’ test results and qualitative data like the answers from the school’s teaching staff.
Research instruments
This study includes both primary and secondary data and uses two instruments: documents and interviews
This research aims to investigate the advantages and disadvantages of the eclectic approach by examining its effects on both teachers and students The study utilizes secondary data, specifically the final test results from the first semester of the 2019-2020 academic year, collected from two targeted locations By comparing the performance of students taught using the eclectic method with those who were not, the researcher seeks to highlight the impact of this teaching approach Detailed findings are available in Appendix 1 and Appendix 2.
Conducting structured interviews is an effective method for understanding the impact of the eclectic teaching approach on ESL teachers, as they are directly involved in planning and implementing this method In this study, two sets of fixed-order questions were designed to gather insights from both users and non-users of the eclectic approach The interviews aimed to explore the preparation time required for each class, the challenges faced during the preparation and application of teaching methods, and the benefits derived from these methods Detailed question lists can be found in Appendices 3 and 4.
Data gathering procedure
During the researcher's internship at Olympus preschool, various documents were gathered, including four exam question papers designed for students aged 2-5, along with the results from two targeted facilities These documents detailed the performance of students in both eclectic and non-eclectic classes.
The interviews were made with the teachers of the Olympus chain directly and through online video calls on Google Hangouts, Facebook messenger The transcriptions are noted by the researcher.
Population, sample and sampling technique
According to Hassan (n.d.), a research population consists of individuals or items that are the focus of a study and gain from its findings In this research, the population includes students aged 2-5 and ESL teachers from the Olympus preschool chain, with the total number detailed in Table 3.1.
Table 3.1: Population of the research
A sample is a subset drawn from a population for analysis (Roberts, n.d., para 2) This research was conducted at two facilities within the Olympus chain: Hang Bot and Yet Kieu It focused on the test results of 178 students and included 4 respondents, as detailed in Table 3.2 The sample size comprised students and teachers from the Hang Bot facility (non-eclectic) and the Yet Kieu facility (eclectic), representing 57.6% of the total student population and 50% of the ESL teachers at Olympus.
Table 3.2: Sample of the research
Facility/Approach used Students ESL teachers
This study employs the convenience sampling technique, which involves gathering data from readily available participants or easily accessible sources This method is popular due to its simplicity, speed, and cost-effectiveness (Bhat, n.d., para 1) The researcher has access to students' result documents and can conduct interviews with ESL and child-care teachers, thanks to the internship at the Hang Bot facility and the established relationship with the manager of the Yet Kieu facility.
This technique has some limitations due to its selection-biased and non random nature, however this was the only way the researcher could get access to the data needed
Statistical treatment
The research consists of two sources of data: Documents and Interview transcripts
Microsoft Excel, a powerful spreadsheet software developed by Microsoft, was selected to analyze student results due to its ability to handle large volumes of data and provide accurate outcomes The analysis will include charts, figures, and tables to effectively evaluate the impact of the eclectic approach on student performance.
The manageable number of participants in the structured format allowed for straightforward processing of responses without the need for specialized tools The data will be analyzed in relation to the context in which the answers were provided.
Sub-conclusion
This chapter outlines the research setting, the instruments utilized, and the data collection and analysis processes It highlights the study's population and sample, along with the techniques employed The subsequent chapter will analyze the gathered data to elucidate the impact of the eclectic method on students and teachers at Olympus preschools.
RESULTS AND DISCUSSION
Results
The Olympus preschool chain submitted documents featuring evaluations from supervisory teachers based on four key criteria: participation in class activities, student concentration, vocabulary development, and audio and verbal responses These criteria were rated on a scale of 2 to 5 stars, with 2 stars indicating the lowest performance and 5 stars the highest Additionally, the documents included the final test grades for students, assessed on a scale of 10.
At the Yet Kieu facility, there are 96 eclectic students, whereas the Hang Bot facility accommodates 82 non-eclectic students The average class size at Yet Kieu is 24 students, while Hang Bot has an average of 21.5 students per class.
The evaluation of student participation in activities, summarized in Table 4.1, is based on observations made by supervisory teachers To determine the final results presented in Appendix 2, the teachers attended three random lessons from each class, which included both eclectic and non-eclectic settings They assessed the level of enthusiasm displayed by students during classroom activities, meticulously noting each student's attitude and rating it on a scale from 2 to 5 stars.
Table 4.1: Class activities participation evaluation
YET KIEU (96 children) HANG BOT (82 children)
At the Yet Kieu (eclectic location), the number of students got 5 stars, 4 stars, 3 stars and their corresponding percentages were 68 students (70.83%), 20 students (20.83%), 8 students (8.34%) There were no student who got 2 stars
At the Hang Bot facility, a total of 82 students were evaluated, with 67 achieving a 5-star rating, accounting for 40.85% of the students Additionally, 63 students received 4 stars, representing 38.41%, while 26 students earned 3 stars, making up 15.85% Only 8 students received a 2-star rating, which corresponds to 4.88% of the total student body.
The evaluation of student concentration, similar to the assessment of activity participation, was conducted through observations by supervisory teachers These teachers rated students based on their responses to questions and engagement in class activities, assigning star levels accordingly The summarized results of the concentration evaluations for students in both eclectic and non-eclectic schools can be found in Table 4.2.
YET KIEU (96 children) HANG BOT (82 children)
At the Yet Kieu location, 39.58% of students, or 38 children, received a 5-star rating, while 50% of the students, totaling 48 children, earned 4 stars Additionally, 6 students achieved a 3-star rating, representing 6.25% of the total, and 4 students received 2 stars, accounting for 4.17%.
At the Hang Bot location, only 17.07% of students received a 5-star rating, while 24.4% achieved a 4-star rating Additionally, there were students who received a 3-star rating, indicating varying levels of performance among the total student population.
32 (39.02% of the total students) which doubles the number of students who were rated 2 stars c Students’ vocabulary
At Olympus preschools, student vocabulary memorization is assessed based on their responses during classes observed by supervising teachers Instructors employ a range of activities to teach and evaluate new words, ensuring a comprehensive learning experience The findings of the vocabulary evaluations are presented in Table 4.3.
YET KIEU (96 children) HANG BOT (82 children)
At the Yet Kieu location, an impressive total of 58 students received a 5-star rating, more than double the number of students rated 4 stars Among the remaining 12 students, 8 achieved a 3-star rating while 4 were rated 2 stars.
At the Hang Bot location, the distribution of student ratings shows that 30.49% of students received 4 and 3 stars, with both categories having 25 students each, while 24 students earned a 5-star rating Additionally, 8 students were rated 2 stars, highlighting a balanced evaluation of students' audio and verbal responses.
The responsiveness of students during lessons was evaluated through observations made by supervisory teachers, who monitored their reactions to questions about the taught topics The assessment of students' audio and verbal responses is detailed in Table 4.4.
Table 4.4: Students’ audio and verbal response evaluation
YET KIEU (96 children) HANG BOT (82 children)
At the Yet Kieu location (eclectic), there is an overwhelming number of 5-stars- rated students with 66 children (68.75%) The numbers of students who were rated
4 stars and 3 stars were 17 (17.71%) and 12 (12.5%) respectively Only one students at this location got a 2 star evaluation
At the Hang Bot location, a total of 66 students received ratings, with 32 students earning 5 stars (39.02%) and 34 students achieving 4 stars (41.46%) Among the remaining 16 students, 9 received 3 stars, while the others received 2 stars.
The final tests were tailored to align with the curriculum and the developmental stages of the students For 2 and 3-year-olds, the assessment consisted of 5 tasks with a total of 15 questions In contrast, 4-year-olds faced 5 tasks with 16 questions, while 5-year-olds completed 6 tasks comprising 22 questions.
The researcher categorized the students' final grades into three ranks: Excellent, Good, and Normal Students achieving a final grade of 8 or higher are classified as Excellent, while those with grades of 5 or lower are designated as Normal Grades falling between these two thresholds are ranked as Good The findings are presented in Table 4.5.
Table 4.5: Students’ final test result
YET KIEU (96 children) HANG BOT (82 children)
The majority of students (52 children) at the Yet Kieu location (eclectic) were ranked Excellent while 35 students were ranked Good and 9 were ranked Normal
At the Hang Bot location, exactly 50% of the students (41 children) were ranked Good while Excellent and Normal ranked consist of 21 and 20 students respectively
Four teachers participated in the interviews, with two hailing from the Eclectic location (Yet Kieu) and the other two from the Non-eclectic location (Hang Bot) Each site features one Vietnamese English teacher and one foreign English teacher, providing a diverse perspective on English language instruction.
Question 1: How long have you been teaching ESL to children aged 2-5?
Discussion
From the results shown in 4.1, several properties of the use of the eclectic method at Olympus preschools can be inferred and will be discussed further in this session
4.2.1 Positive properties a Improve confidence and learning results of students
Students from the eclectic location outperformed their non-eclectic counterparts across all evaluated categories, including class participation, concentration, audio and verbal responses, and vocabulary The following figures (1 to 4) will provide a detailed comparison to illustrate these results.
Figure 4.1: Class activities participation evaluation
The data indicates that over 70% of students in eclectic classrooms actively participate in class activities, achieving a five-star rating, significantly higher than the 37.8% observed in non-eclectic settings Additionally, only 8.34% of students in eclectic classes received two or three-star ratings, reflecting minimal interest, with no students rated as two-star In contrast, 24.4% of students in non-eclectic classrooms demonstrated low engagement, including 6.1% showing no interest at all This stark contrast highlights the effectiveness of eclectic teaching methods in fostering student participation.
- 41 - students in the eclectic classes are more active than the ones in the non-eclectic classes
The discrepancy between the two educational locations may stem from the eclectic method's inclusivity, which engages students through a variety of activities Eclectic teachers implement multiple methods simultaneously, allowing different groups of students to connect with various activities, thereby increasing overall participation When students find interest in one or two activities, it can create a domino effect, prompting them to engage more fully in other exercises for greater enjoyment According to Ricardo (2013), children aged 2-5 are naturally active and curious but often lack attention, making it essential to capture their interest with diverse and appealing activities In contrast, non-eclectic classes, which offer limited activities per lesson, may fail to engage children as effectively as those utilizing the eclectic approach.
The data presented in Figure 4.2 indicates that eclectic students demonstrate significantly higher concentration levels compared to their non-eclectic counterparts, with 62.5% achieving five-star ratings In contrast, only half as many non-eclectic students receive similar ratings Furthermore, a mere 3.12% of eclectic students are reported to lack focus during lessons, whereas this figure is 4.7 times greater among non-eclectic students Therefore, it can be concluded that students in eclectic classes exhibit a much higher level of focus during lessons than those in non-eclectic classes.
At Olympus eclectic preschools, student concentration closely correlates with participation in class activities Psychologist Le Khanh emphasizes that enhancing attention requires engaging multiple senses, which aids in information retention and logical thinking Consequently, teachers at the Yet Kieu location incorporate a variety of activities—such as games, dancing, storytelling, and question-answer sessions—into every lesson These activities are designed to connect with the lesson content, allowing students to learn through visual, auditory, and tactile experiences As a result, the diverse range of activities in eclectic classes fosters greater student engagement and focus compared to traditional classes with limited repetitive activities.
Active participation in activities and focused attention in class significantly enhance students' vocabulary development The ESL curriculum at Olympus preschools prioritizes vocabulary acquisition and familiarization with the foreign language over rigid grammar instruction Consequently, supervising teachers assessed students' vocabulary acquisition, with the findings illustrated in Figure 4.3.
The chart highlights significant differences between two groups of students regarding their performance in acquiring and retaining new vocabulary Non-eclectic classes show nearly 30% of students achieving excellent results, while eclectic classes boast double that percentage Additionally, the distribution of two-star ratings reveals that the Yet Kieu location has less than half the proportion of high-performing students compared to Hang Bot Overall, it can be concluded that students in eclectic classes demonstrate superior word recollection abilities compared to their non-eclectic counterparts.
The Olympus chain implements a uniform ESL study program across all its locations, ensuring that students learn the same new vocabulary However, a recent evaluation by supervising teachers revealed significant discrepancies in the number of words retained by students from two different facilities These variations can be attributed to the differing teaching methods employed at each location.
Research by Dahlberg (2010) demonstrates that students learn and retain information more effectively when it is meaningful to them This is evident in the teaching methods employed by eclectic teachers at Olympus preschools, who utilize diverse strategies such as task-based, communicative, and audio-lingual methods to create engaging learning experiences In contrast, non-eclectic teachers rely primarily on flashcards, songs, and motor games, which, despite their visual appeal, often lack relevance to children's real-life experiences and may hinder vocabulary retention By incorporating relatable materials, such as simple stories and familiar daily tasks, eclectic teachers significantly enhance students' ability to remember new words.
Figure 4.4: Students' audio and verbal response evaluation
Students' audio and verbal response evaluation
The eclectic approach significantly enhances the audio-verbal response of students in Olympus schools, with nearly 70% demonstrating excellent responses after listening to teachers' questions In contrast, only about 40% of students in non-eclectic classes achieve a five-star rating for this skill, while 9% receive a two-star rating This data indicates that students in eclectic classes exhibit superior audio-verbal reflexes compared to their peers in non-eclectic settings.
For students to effectively respond to teachers' questions, three crucial elements must be present: the ability to listen and comprehend, a sufficient vocabulary and understanding of simple sentence structures, and the confidence to express their opinions Daily lessons enhance students' vocabulary and sentence construction skills, fostering continuous improvement The eclectic approach has demonstrated positive effects on students' memorization and concentration, making it likely that they will meet the necessary criteria for effective communication in the classroom.
The communicative method is a preferred teaching approach among eclectic teachers, yet it was not mentioned by non-eclectic teachers Brown (2007) notes that young learners are still mastering their native language, making it challenging for teachers to communicate with them in a second language However, the eclectic classes at Olympus preschools demonstrate that it is indeed possible to engage with children aged 2-5 in the target language Communicating with young children in a foreign language mirrors the process of speaking to them in their first language, as they may not respond but can still acclimate to the language, fostering their language acquisition This philosophy underpins the effectiveness of teaching ESL to preschoolers, as highlighted by the eclectic teachers at Olympus.
According to Curtain and Dahlberg (2010), children aged 2-5 are naturally self-centered and seek attention, making communicative methods essential for fostering a supportive classroom environment By implementing these methods, teachers can help students feel acknowledged and happy, ultimately encouraging them to engage more freely and share their ideas during lessons.
In summary, the eclectic approach implemented at the Yet Kieu facility has significantly enhanced student engagement in class activities, improved concentration, boosted vocabulary retention, and increased audio-verbal responses As a result of these positive outcomes, student test scores at the Yet Kieu facility have also shown marked improvement, as illustrated in Figure 4.5.
According to Figure 4.5, approximately 55% of students in the eclectic facility achieved excellent results, which is double the nearly 27% of students in the non-eclectic facility Additionally, less than 10% of students at the Yet Kieu location received five or lower marks, while the Hang Bot location saw this percentage rise to around 25%, nearly two and a half times higher than at Yet Kieu.
Sub-conclusion
This chapter presents findings from documents and interviews with four teachers at Olympus preschools, highlighting the effects of the eclectic approach The results are categorized into positive and negative aspects, with some properties remaining unverified Overall, the findings indicate that the eclectic approach has beneficial impacts at Olympus preschools, despite certain drawbacks that affect teachers.
SUMMARY, FINDINGS, LIMITATIONS, CONCLUSION
Summary
In Vietnam, the demand for English as a second language (ESL) education for children aged 2 to 5 is growing, driven by parents' aspirations for their children's futures To meet this demand, the Olympus Preschool chain, which operates four facilities in Hanoi, has integrated ESL into its curriculum for the past decade In the first semester of the 2019-2020 school year, the eclectic method was piloted at two Olympus locations, chosen for its reputed benefits in enhancing student outcomes However, the specific advantages and disadvantages of this approach remain unclear, prompting a study to evaluate its effectiveness and suitability for the Olympus Preschool chain.
This article provides an overview of the eclectic approach in teaching English as a Second Language (ESL) to preschoolers, highlighting key findings from relevant studies It discusses the foundational principles of the eclectic approach, the criteria for selecting appropriate methods tailored to the developmental needs of students aged 2-5, and the impact of this approach on both students and teachers These insights set the stage for a deeper exploration of the Olympus chain in subsequent sections.
This study was conducted at the Olympus preschool chain, specifically focusing on the Yet Kieu facility, which implemented an eclectic teaching approach, and the Hang Bot facility, which utilized a non-eclectic method The research sample comprised 178 students, representing 57.6% of the total student population at Olympus, along with 4 ESL teachers, accounting for 50% of all ESL educators within the chain.
This descriptive study employs both qualitative and quantitative methods to analyze data from the Olympus chain, aiming to evaluate the effectiveness of the eclectic approach in teaching ESL to students aged 2-5 The research utilized two primary instruments: document analysis and interviews, which were gathered during the researcher’s internship period.
Chapter 4 presents the processed data and discusses the results based on two key aspects: the positive and negative properties of using the eclectic method in the Olympus preschool chain The main findings of this study are summarized as follows.
Last but not least, the limitations of the study, as well as the recommendations to improve the disadvantages of the use of the eclectic approach, was raised in chapter 5.
Findings
The analysis of student performance documents from specific locations, along with interviews with four ESL teachers, revealed that the eclectic approach utilized in Olympus preschools generally yields positive outcomes, although it presents some challenges for the teachers involved.
There are three main positive properties of the use of the eclectic approach that were found:
Eclectic teaching methods significantly enhance student confidence and learning outcomes An evaluation of students from Olympus preschools revealed that those in eclectic classes outperformed their non-eclectic peers across five key criteria: participation in class activities, concentration levels, vocabulary retention, audio-verbal responses, and final-term test scores The diverse and engaging activities tailored by teachers for students aged 2-5 fostered increased participation, which in turn improved concentration and overall academic performance.
- 58 - vocabulary memorization ability, audio-verbal response, confidence and final results of the students between the two targeted facilities
The eclectic approach empowers teachers by allowing them to blend various teaching methods, providing the flexibility to tailor their instructional strategies This freedom means there are no strict guidelines dictating the specific combinations they must use, enabling educators to adapt their techniques to best meet the diverse needs of their students.
It depends on the knowledge and skills of teachers based on the understanding about their students
Teachers are encouraged to enhance their knowledge and skills in teaching, as the eclectic teaching approach requires mastery of diverse methods Recognizing that students possess unique characteristics, a flexible combination of strategies is essential To improve ESL teaching outcomes, Olympus teachers must explore various distinctive approaches to invigorate their classrooms.
In addition to the three established benefits, various other advantages of eclectic methods have been identified, although they lack sufficient evidence for confirmation These methods are believed to foster stronger relationships between teachers and students, while also promoting greater responsibility and patience among educators.
There are two main negative properties of the eclectic approach found in Olympus chain:
The preparation process for effective teaching is time-consuming, involving several key steps: interviewing and assessing students to understand their needs and abilities, identifying various teaching methods, selecting those that align with students' actual requirements, determining the appropriate techniques and materials for the classroom, and ultimately creating a comprehensive syllabus.
Teachers face significant pressure due to the eclectic approach, which aims to accommodate a diverse range of students in a single classroom This method's inherent variety demands that educators adapt their strategies to effectively meet the needs of all learners.
- 59 - must be meticulous in observing students' expressions during the whole lesson, meanwhile, the number of students in one class is too large.
Limitations of the study
This study has the following limitations:
The analysis of the eclectic approach's impact on students in the Olympus chain was conducted solely through document review and quantitative methods, limiting the understanding of student behavior and classroom dynamics during lessons.
The documents collected from Olympus preschools may be subjective since the evaluation of students, except the final-term test marks, was executed by the supervising teachers
Information gathered from interviews may include subjective thought by the teacher that is not entirely true.
Conclusion
The study on the eclectic approach to teaching ESL to children aged 2-5 in the Olympus preschool chain revealed both positive and negative effects While the research has limitations, it demonstrates that the eclectic approach significantly boosts student confidence and engagement, leading to improved learning outcomes Additionally, it positively impacts teachers by offering them freedom and motivation to enhance their knowledge and skills However, the approach also presents challenges, as it can be time-consuming and place considerable pressure on educators.
Regardless of the teaching method employed, the primary goal remains to enhance students' English skills The eclectic method has proven particularly effective, as evidenced by the superior results achieved by students in eclectic settings compared to those in non-eclectic environments This suggests that, when implemented correctly, the eclectic approach can significantly improve language proficiency.
- 60 - adjustments to minimize the disadvantages mentioned, the eclectic method will be extremely suitable for Olympus preschool chain.
Recommendations
The eclectic approach in teaching ESL at Olympus chain presents two significant challenges: the time-consuming nature of the method and the pressure it places on teachers This pressure arises mainly in two phases: before and during classes, with the time consumption primarily stemming from the preparation stage To alleviate these issues, it is recommended that ESL teachers collaborate with child-care educators, who have frequent interactions with students and a deeper understanding of their needs This collaboration can help reduce class preparation time and lessen the burden on teachers as they adapt to numerous new students simultaneously.
Chapter 4 highlights the challenge of large class sizes in Olympus preschools, where teachers feel more comfortable managing ten to fifteen students, but face difficulties with classes of up to twenty-two This increase in student numbers diminishes the effectiveness of the eclectic teaching approach and adds pressure on educators To address this issue, hiring more experienced teachers or teaching assistants could provide essential support for the main ESL instruction Alternatively, if additional hiring is not feasible, Olympus preschools could consider dividing classes into smaller groups to enhance communication and engagement with each student.
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